Listen to this article
Toolkits
Exam arrangements for learners with SpLDs
Toolkits
Exam arrangements for learners with SpLDs
Toolkits
Exam arrangements for learners with SpLDs
Summary
If you have a specific learning difficulty (SpLD) such as dyslexia, dyspraxia (DCD), dysgraphia or dyscalculia, you may find traditional exams particularly challenging – especially those that rely heavily on writing speed, reading comprehension, or time pressure.
Exam adjustments exist to make sure your results reflect your knowledge and understanding – not the barriers created by the exam format itself.
In the UK, these are known as access arrangements or reasonable adjustments and can be applied for by your school, college or university.
They’re not about making exams easier – they’re about making them fairer.
Read this article
6m
Typical exam challenges for learners with SpLDs
Reading and understanding long or complex questions
Organising written answers quickly under time pressure
Spelling, handwriting, or written expression affecting clarity
Slow processing speed compared to peers
Losing track of time or sequencing when answering questions
Difficulty transferring ideas clearly from mind to paper
Common exam adjustments for SpLDs
Extra time (often +25 %) to allow for slower reading, writing, or processing speed
Use of a word processor or computer to type responses if handwriting is difficult or tiring
Reader or reading software to help with comprehension of written questions (the reader cannot explain, only read)
Scribe or speech-to-text software if writing or spelling accuracy significantly affects performance
Rest breaks to reduce fatigue or help maintain focus
Use of coloured overlays or modified papers to reduce visual stress or reading difficulties
Separate or smaller room to minimise distractions or anxiety
Exam papers printed on coloured paper or larger font size if that supports legibility
Prompting (e.g. gentle time reminders) for students who struggle with pacing or organisation
(Not all of these will apply to everyone – the exact adjustments depend on your individual needs and what’s considered “reasonable” under JCQ or university policy.)
The process: how to get adjustments in place
School & College (GCSEs / A-Levels / FE)
Speak to your SENCo or Exams Officer early in the year.
Provide diagnostic evidence (educational psychologist or specialist teacher report).
The school will apply through the Joint Council for Qualifications (JCQ) system for access arrangements.
You’ll usually try these adjustments in mock exams to establish your “normal way of working”.
Once approved, the adjustments are valid for that exam season (and sometimes the next).
University
Contact the Disability or Accessibility Service when you enrol.
Share your diagnostic report and explain how the SpLD affects your exam performance.
The team will typically create a plan confirming your exam arrangements (e.g. extra time, rest breaks, laptop use).
Check your student record and exam timetable to ensure these are applied correctly.
Review each year – some universities require you to reconfirm your needs before every exam period.
Key things to remember
The main goal is to let you show your understanding – not to test your handwriting, spelling or speed.
You’ll still need to prepare – try practice exams with your adjustments so they feel natural.
The earlier you apply, the smoother the process – late requests may not be approved in time.
Keep copies of your reports and emails – you’ll need them again if you move between institutions.
Adjustments are reviewed regularly to make sure they’re still appropriate for your needs.
Summary
Exam adjustments for specific learning difficulties exist to remove unnecessary barriers.
They don’t give you an unfair advantage – they simply let you perform at your true ability.
With the right support in place, you can focus on showing what you know, not how fast you can write or read.
Read this article
6m
Typical exam challenges for learners with SpLDs
Reading and understanding long or complex questions
Organising written answers quickly under time pressure
Spelling, handwriting, or written expression affecting clarity
Slow processing speed compared to peers
Losing track of time or sequencing when answering questions
Difficulty transferring ideas clearly from mind to paper
Common exam adjustments for SpLDs
Extra time (often +25 %) to allow for slower reading, writing, or processing speed
Use of a word processor or computer to type responses if handwriting is difficult or tiring
Reader or reading software to help with comprehension of written questions (the reader cannot explain, only read)
Scribe or speech-to-text software if writing or spelling accuracy significantly affects performance
Rest breaks to reduce fatigue or help maintain focus
Use of coloured overlays or modified papers to reduce visual stress or reading difficulties
Separate or smaller room to minimise distractions or anxiety
Exam papers printed on coloured paper or larger font size if that supports legibility
Prompting (e.g. gentle time reminders) for students who struggle with pacing or organisation
(Not all of these will apply to everyone – the exact adjustments depend on your individual needs and what’s considered “reasonable” under JCQ or university policy.)
The process: how to get adjustments in place
School & College (GCSEs / A-Levels / FE)
Speak to your SENCo or Exams Officer early in the year.
Provide diagnostic evidence (educational psychologist or specialist teacher report).
The school will apply through the Joint Council for Qualifications (JCQ) system for access arrangements.
You’ll usually try these adjustments in mock exams to establish your “normal way of working”.
Once approved, the adjustments are valid for that exam season (and sometimes the next).
University
Contact the Disability or Accessibility Service when you enrol.
Share your diagnostic report and explain how the SpLD affects your exam performance.
The team will typically create a plan confirming your exam arrangements (e.g. extra time, rest breaks, laptop use).
Check your student record and exam timetable to ensure these are applied correctly.
Review each year – some universities require you to reconfirm your needs before every exam period.
Key things to remember
The main goal is to let you show your understanding – not to test your handwriting, spelling or speed.
You’ll still need to prepare – try practice exams with your adjustments so they feel natural.
The earlier you apply, the smoother the process – late requests may not be approved in time.
Keep copies of your reports and emails – you’ll need them again if you move between institutions.
Adjustments are reviewed regularly to make sure they’re still appropriate for your needs.
Summary
Exam adjustments for specific learning difficulties exist to remove unnecessary barriers.
They don’t give you an unfair advantage – they simply let you perform at your true ability.
With the right support in place, you can focus on showing what you know, not how fast you can write or read.
Written by Tim Jones
Listen to this article
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Summary
If you have a specific learning difficulty (SpLD) such as dyslexia, dyspraxia (DCD), dysgraphia or dyscalculia, you may find traditional exams particularly challenging – especially those that rely heavily on writing speed, reading comprehension, or time pressure.
Exam adjustments exist to make sure your results reflect your knowledge and understanding – not the barriers created by the exam format itself.
In the UK, these are known as access arrangements or reasonable adjustments and can be applied for by your school, college or university.
They’re not about making exams easier – they’re about making them fairer.
Read this article
If you have a specific learning difficulty (SpLD) such as dyslexia, dyspraxia (DCD), dysgraphia or dyscalculia, you may find traditional exams particularly challenging – especially those that rely heavily on writing speed, reading comprehension, or time pressure.
Exam adjustments exist to make sure your results reflect your knowledge and understanding – not the barriers created by the exam format itself.
In the UK, these are known as access arrangements or reasonable adjustments and can be applied for by your school, college or university.
They’re not about making exams easier – they’re about making them fairer.
Typical exam challenges for learners with SpLDs
Reading and understanding long or complex questions
Organising written answers quickly under time pressure
Spelling, handwriting, or written expression affecting clarity
Slow processing speed compared to peers
Losing track of time or sequencing when answering questions
Difficulty transferring ideas clearly from mind to paper
Common exam adjustments for SpLDs
Extra time (often +25 %) to allow for slower reading, writing, or processing speed
Use of a word processor or computer to type responses if handwriting is difficult or tiring
Reader or reading software to help with comprehension of written questions (the reader cannot explain, only read)
Scribe or speech-to-text software if writing or spelling accuracy significantly affects performance
Rest breaks to reduce fatigue or help maintain focus
Use of coloured overlays or modified papers to reduce visual stress or reading difficulties
Separate or smaller room to minimise distractions or anxiety
Exam papers printed on coloured paper or larger font size if that supports legibility
Prompting (e.g. gentle time reminders) for students who struggle with pacing or organisation
(Not all of these will apply to everyone – the exact adjustments depend on your individual needs and what’s considered “reasonable” under JCQ or university policy.)
The process: how to get adjustments in place
School & College (GCSEs / A-Levels / FE)
Speak to your SENCo or Exams Officer early in the year.
Provide diagnostic evidence (educational psychologist or specialist teacher report).
The school will apply through the Joint Council for Qualifications (JCQ) system for access arrangements.
You’ll usually try these adjustments in mock exams to establish your “normal way of working”.
Once approved, the adjustments are valid for that exam season (and sometimes the next).
University
Contact the Disability or Accessibility Service when you enrol.
Share your diagnostic report and explain how the SpLD affects your exam performance.
The team will typically create a plan confirming your exam arrangements (e.g. extra time, rest breaks, laptop use).
Check your student record and exam timetable to ensure these are applied correctly.
Review each year – some universities require you to reconfirm your needs before every exam period.
Key things to remember
The main goal is to let you show your understanding – not to test your handwriting, spelling or speed.
You’ll still need to prepare – try practice exams with your adjustments so they feel natural.
The earlier you apply, the smoother the process – late requests may not be approved in time.
Keep copies of your reports and emails – you’ll need them again if you move between institutions.
Adjustments are reviewed regularly to make sure they’re still appropriate for your needs.
Summary
Exam adjustments for specific learning difficulties exist to remove unnecessary barriers.
They don’t give you an unfair advantage – they simply let you perform at your true ability.
With the right support in place, you can focus on showing what you know, not how fast you can write or read.
Written by Tim Jones
Prior to co-founding Booost Education, Tim previously worked with neurodivergent and disabled students at various universities and trained as an assistive technology consultant with AbilityNet.
Written by Tim Jones
Prior to co-founding Booost Education, Tim previously worked with neurodivergent and disabled students at various universities and trained as an assistive technology consultant with AbilityNet.
